Abstract—The influence of teachers and educators on gender roles of their students immensely impacts their educational outcomes as well as their roles in contemporary society. In an attempt to address the same Aga Khan University, Working Group for Women (AKU-WGW) designed and carried out a teacher training program with the support of Global Fund for Women. The objective of the training was to raise the awareness of teachers and train them to address prevailing gender and social issues in academic settings and in the society at large . Moreover it was to try and change teachers’ frame of their own context to address gender and social issues in educational settings. The method of the training was interactive and included teacher awareness sessions, workshops, video clippings, activities, and case studies. The training resulted in providing gender education to teachers, gender sensitizing them, increasing their capacity to conduct gender analysis of curriculum material, teaching and learning practices and school structures and culture. This gender sensitivity of teachers will hopefully produce a rippling effect in the school manifesto.
Index Terms—Teachers, Social Change, Gender, Capacity Building.
Dr. Anita Allana is Coordinator, Working Group for Women (WGW),Aga Khan University, Stadium Road, P.O. Box3500, Karachi, Pakistan.(Tel:+ 92 21 34930051 (Ext: 4413), Direct Tel: + 92 21 34864413, Fax: + 9221 34934294, 34932095, Email: firstname.lastname@example.org)
Dr. Nargis Asad is Assistant Professor and Consultant Psychologist,Department of Psychiatry and Chair, Working Group for Women (WGW),Aga Khan University, Stadium Road, P.O. Box3500, Karachi, Pakistan.(Email: email@example.com)
Yasmin Sherali is a Free lance Gender Trainer and Volunteer with Working Group for Women (WGW), Aga Khan University. (Email:firstname.lastname@example.org)
Cite: Dr. Anita Allana, Dr. Nargis Asad and Yasmin Sherali, " Gender in Academic Settings: Role of Teachers," International Journal of Innovation, Management and Technology vol. 1, no. 4, pp.345-348, 2010.